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Sequence 6but also because it listed Maria Montessori as one of the four visionary educators of the century whose work was instrumental… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 17Coming of Age 6-7 classrooms Maturing the Montessori Identity 6-1 o classrooms Parents begin capital campaign for building… |
Sequence 4unified vision will need to be explicitly defined, after Erdkinder is explored and after schools determine how they can expand… |
Sequence 2ERDKINDER UNDER CONSTRUCTION: WHAT THE FARM SCHOOLS SHOWED Us by David Kahn Mr. Kahn is directing a project to start a farm… |
Sequence 35,h ... work with th&. land is the birthright of every child. ~ .1' "'' ;(! and/ or… |
Sequence 37But more than a vital link in the developmental continuum, Erdkinder needs to be also linked with the story of life on earth… |
Sequence 1A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 3INTRODUCTION Before considering Erdkinder specifically, let us recall what Montessori says about work, the adult's work… |
Sequence 20. . . what needs to be set up is not an Erdkinder teacher training center, but a single permanent organizing committee for… |
Sequence 2The motivational underpinning to learning the facts is that they are woven into a relationship between facts and concrete… |
Sequence 10How is a farm an organism from the point of view of the adolescents? On the farm, there are centers of work-the barn, the… |
Sequence 12-------------------------------- --~ we are attempting to do with the Erdkinder project in Cleveland is to bring farm and… |
Sequence 2The psychological and pedagogical outcomes at this first stage can be summarized as follows: • Having read Maria Montessori… |
Sequence 27"Natural organization" means that the time constraints are taken over by the necessities that are implicit… |
Sequence 28the years-but there is a certain urgency in getting it underway as an enterprise unto itself. Once the boarders arrive, the… |
Sequence 29purpose. That means precisely that history and its purpose cannot make sense to a community without a purpose. If there is no… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 9SOME CHARACTERISTICS OF A MONTESSORI ERDKINDER COMPROMISE by Phil Gang Phil Gang's article includes the historical… |
Sequence 12... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 3Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 20In the light of what Montessori herself writes, the problem of training Montessori teachers for working in the Erdkinder does… |
Sequence 64In the light of what Montessori herself writes, the problem of training Montessori teachers for working in the Erdkinder does… |
Sequence 81Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 1THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 22THE MONTESSORI INTERNATIONAL BACCALAUREATE DESIGN Careful explication of Montessori primary texts, including Maria… |
Sequence 8support that. You also have to stimulate issues on which they can go off and do their own work. No worksheets. Collect them,… |
Sequence 4And finally an objective that is not wholly in either class, the development of a sense of identity and self-esteem. 11 This… |
Sequence 8Classroom on the Fann Study need not be restricted by the curricula of existing secondary schools and still less need we make… |
Sequence 9Joosten: No, do something. Whatever the difficulties are, even if it can't be Erdkinder, still do something. Erdkinder… |
Sequence 1Announcement: 19th INTERNATIONAL MONTES.SORI CONGRESS 1979 in Amsterdam International Year of the Child 50th Anniversary… |
Sequence 1Report from Erdkinder Atlanta By Phil Gang Jn this report Mario Montessori responds to the previous Erdkinder Atlanta inter… |
Sequence 3S - STUDENTS F - CORE FACULTY R - COMMUNITY RESOURCES to the same number for 16-I 8 year olds. When the student group is… |
Sequence 1The Montessori Secondary Schoo! - Developing the Urban Compromise by David Kahn Here folfows a simple chronicle of a… |
Sequence 120Coursework will be divided between two consecutive summers, the first scheduled for July 1 to August 2, 1991 and continuing in… |
Sequence 121The Erdkinder Committee, formed December ·s, 1990, discussed three different sites - Conneeticut, Ohio, and Oregon - for… |
Sequence 183but also because it listed Maria Montessori as one of the four visionary educators of the century whose work was instrumental… |
Sequence 69lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 23Coming of Age 6-7 classrooms Maturing the Montessori Identity 6-1 o classrooms Parents begin capital campaign for building… |
Sequence 8unified vision will need to be explicitly defined, after Erdkinder is explored and after schools determine how they can expand… |
Sequence 5The record, as reported in the following summary, speaks for itself. Erdkinder was established as a worthy goal and, as… |
Sequence 41the time and the circumstances must be right. Someone joked that we must therefore be in labor, and that is why it is so… |
Sequence 64training, saying that his aim had been to do the former. His interpre- tation of what Montessori is saying could be integrated… |
Sequence 66Monte Kenison stated that we do not compromise our Primary and Elementary classrooms according to what parents are willing to… |
Sequence 290ERDKINDER UNDER CONSTRUCTION: WHAT THE FARM SCHOOLS SHOWED Us by David Kahn Mr. Kahn is directing a project to start a farm… |
Sequence 323,h ... work with th&. land is the birthright of every child. ~ .1' "'' ;(! and/ or… |
Sequence 325But more than a vital link in the developmental continuum, Erdkinder needs to be also linked with the story of life on earth… |
Sequence 138A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 140INTRODUCTION Before considering Erdkinder specifically, let us recall what Montessori says about work, the adult's work… |
Sequence 157. . . what needs to be set up is not an Erdkinder teacher training center, but a single permanent organizing committee for… |
Sequence 114The motivational underpinning to learning the facts is that they are woven into a relationship between facts and concrete… |
Sequence 122How is a farm an organism from the point of view of the adolescents? On the farm, there are centers of work-the barn, the… |
Sequence 124-------------------------------- --~ we are attempting to do with the Erdkinder project in Cleveland is to bring farm and… |
Sequence 100The psychological and pedagogical outcomes at this first stage can be summarized as follows: • Having read Maria Montessori… |
Sequence 125"Natural organization" means that the time constraints are taken over by the necessities that are implicit… |
Sequence 126the years-but there is a certain urgency in getting it underway as an enterprise unto itself. Once the boarders arrive, the… |
Sequence 127purpose. That means precisely that history and its purpose cannot make sense to a community without a purpose. If there is no… |
Sequence 11National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 21that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 244Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 255SOME CHARACTERISTICS OF A MONTESSORI ERDKINDER COMPROMISE by Phil Gang Phil Gang's article includes the historical… |
Sequence 258... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 8CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 180A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 181Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 198In the light of what Montessori herself writes, the problem of training Montessori teachers for working in the Erdkinder does… |
Sequence 266reality that is the foundation of all Montessori prepared environments. (Renilde Montessori, unpublished remarks, 1998)… |
Sequence 9THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 431THE MONTESSORI INTERNATIONAL BACCALAUREATE DESIGN Careful explication of Montessori primary texts, including Maria… |
Sequence 110support that. You also have to stimulate issues on which they can go off and do their own work. No worksheets. Collect them,… |
Sequence 10And finally an objective that is not wholly in either class, the development of a sense of identity and self-esteem. 11 This… |
Sequence 14Classroom on the Fann Study need not be restricted by the curricula of existing secondary schools and still less need we make… |
Sequence 21MERCY MONTESSORI CENTER presents MONTESSORI ERDKINDER STUDY CONFERENCE Coordinators: Sister Mary Jacinta Shay R.S.M. David… |
Sequence 30Joosten: No, do something. Whatever the difficulties are, even if it can't be Erdkinder, still do something. Erdkinder… |
Sequence 66Announcement: 19th INTERNATIONAL MONTES.SORI CONGRESS 1979 in Amsterdam International Year of the Child 50th Anniversary… |
Sequence 65Report from Erdkinder Atlanta By Phil Gang Jn this report Mario Montessori responds to the previous Erdkinder Atlanta inter… |
Sequence 78Wednesday, 11 April - The Day of the Junior Child morning: Prof. Dr. Schulz-Benesch (Germany) The Actuality of Maria… |
Sequence 7S - STUDENTS F - CORE FACULTY R - COMMUNITY RESOURCES to the same number for 16-I 8 year olds. When the student group is… |
Sequence 5The Montessori Secondary Schoo! - Developing the Urban Compromise by David Kahn Here folfows a simple chronicle of a… |
Sequence 68NAMTA presents THE NATIONAL CONFERENCE Vancouver, British Columbia May 9-10 MONTESSORI SECONDARY IN ACTION A mid the… |